EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

Lesson Day
Goal Statement
A description of the enduring understanding or big
ideas that students will possess at the end of the
Learning plan based on grade level content
standards and curriculum.
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
PA Standards
List the Pennsylvania Standard(s) relevant for this
lesson.
*If used independent of a Unit Plan or SLO*
Created by: Lauren Notorfrancesco
Date: 2/21/18
Grade: 4
Topic: Point of View
Grouping: Whole Class (13 students)
Time: 30 minutes
- What does “author’s point of view” mean?
- What are different ways to determine the author’s point of view in nonfiction text?
- Why is determining the author’s point of view important?
The teacher will explicitly model how to pull words, phrases, and sentences from text that support the
author’s opinion. Students will then active read the article “Food Fight: Is it safe to interfere with
mother nature” from the Wonders text and use a graphic organizer. Students will use a graphic
organizer to pull out words, phrases, and sentences from the text in order to make an inference about the
author’s point of view.
Standard - CC.1.2.4.H:
Explain how an author uses reasons and evidence to support particular points in a text.
Standard - CC.1.3.4.B:
Cite relevant details from text to support what the text says explicitly and make inferences.

- Nonfiction
Academic Language
- Point of view
What language will students be expected to utilize by
- Inference
the end of the lesson? Consider Language function
- Opinion
and language demands (see Lesson Plan User
- Fact
Guide).
What key terms are essential?
Students will use these key terms at multiple points during the lesson. First, the teacher will explicitly
What key terms are essential to develop and extend
review these terms with the students during the anticipatory set. When previewing the text, the teacher
students’ academic language?
will ask students why is this a nonfiction text. The teacher will ask questions about why both opinions
and facts are used in nonfiction.
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What opportunities will you provide for students to

practice the new language and develop fluency, both
written and oral?

SWBAT answer questions that will help them find the author’s point of view.
Objective(s)
- Does the author agree or disagree with the topic presented in the text?
(1c: Setting Instructional Outcomes)
- Why did the author write this particular text?
Taking into consideration the learning goal what is
the objective(s) of this lesson that will support the
SWBAT list words, phrases, and sentences from the text on the graphic organizer that help support the
progress toward the learning goal?
author’s opinion.
The statement should be directly observable (use
verbs that can be measured).

Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be
used in this lesson? How do the materials align with
the learning objective/outcomes? If appropriate,
what educational technology will be used to support
the learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and
Pedagogy)
7 minutes
How will you set the purpose and help students learn
why today’s lesson is important to them as learners?
How will you pique the interest or curiosity
regarding the lesson topic?
How will you build on students’ prior knowledge?
How will you introduce and explain the
strategy/concept or skill?
Resources:
- August, D. (2014). McGraw-Hill reading wonders: CCSS reading/language arts program,
Grade 4. New York, NY: McGraw-Hill Education.
- Point of View Graphic Organizer (click here to view)
- Blank pieces of paper
- Exit Ticket (click here to view)
Technology:
- SMART Board
- Quizlet in the “Match” setting for anticipatory set (click here to view)
- Random pair generator
Last week, we read two articles about Earth Day and tried to determine the author’s point of view in
each article. Today, we are going to use what we already know about point of view and apply it to a
different reading in our Wonders book. This article is about genetically modifying food! First, we will
review what we already know about point of view with a Quizlet Game. Quizlet will be open on the
SMART Board. I will instruct students that each table group (5 groups) will be a team, and each group
will have a chance to match one key term with its definition. I will open up the “Match” setting on
Quizlet and give students a minute to read the definitions and words. After one silent minute, I will
instruct students to talk in their teams. One student from each group will come up as I call on them to
match a definition. For example, Okay, it’s the back table’s turn! (Student name), please come up and
match one for your group! This student drags the definition of the word “fact” to match with the word
“opinion”. I instruct this student to read the definition and word out lout to the class before matching.
EDR 317/318 LESSON PLAN (40 points)

Once the student drags the word “opinion” to the wrong definition, a red box appears and the terms
Provide detailed steps. won’t match. Nope! I think you got that definition confused with something else. Does someone from
your group want to come up and help? I call on another student to come up and select the correct
answer. Exactly, a fact is something that truly exists or has happened. The Quizlet is interactive drag
and match type of game that will allow the terms and definitions to disappear once they have been
correctly matched.

*Created on quizlet.com*

Before: I will instruct students to open to page 222 of their Wonders text. As students are opening their
Instructional Activities
books, I will pass out the graphic organizer.
(1a: Demonstrating Knowledge of Content and
Today we are going to read “Food Fight” and use evidence to figure out the author’s point of view. I
Pedagogy; 1e: Designing Coherent Instruction)
want you to take two minutes to preview the text and read the first two sentences independently and
silently. After this I will ask students a couple questions: What stood out to you during your preview and
18 minutes
why? What do you think the topic is and why? I will make sure students understand the topic is genetic
EDR 317/318 LESSON PLAN (40 points)
Exploration (Model): How will students explore the
new concepts? How will you model or provide
explicit instruction?
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher support)?
Independent practice: How will students review and
solidify these concepts to be able to use this new
knowledge? How will you monitor and provide
feedback?
Provide detailed steps.
modification of food. I will clarify anything that stood out such as the map. I will also ask, what tells
you that this text is nonfiction? Why are both facts and opinions used in nonfiction text?
During: After this, I will tell students to look at the graphic organizer. I will explain that the top boxes
are for evidence pulled from the text. I did the first “evidence box” for the students. The bottom box is
for the author’s point of view. Everyone needs to look at the first evidence box. What I pulled out from
the first two sentences that we read independently was actually from the first sentence. The author says
that genetic modification is incredible. Incredible means amazing, so the author is using his opinion to
tell us he thinks that this is amazing. We are not far into the text at this point. So far I can tell you for
point of view that the author agrees with the topic of genetic modification of food because he is already
so positive about it.
Now you are going to read the rest of the text in pairs. I want you to independently read page by page.
As you read, you should be actively reading, meaning you should write down 2 or 3 pieces of evidence
per page. At the end of each page, share your evidence with your partner. Once you finish, you can
make an inference about the author’s point of view. Any questions before I pair you up?
Then, I will use the random pair generator (with the students’ names already in it) to pair students. Once
pairs are made, I will tell students to spread out around the room. I will tell the students that if their
partner is not here today to come up and see me. I will assign the student without a partner to another
person or make a three person group if needed. As students are reading, I will circulate the classroom.
I will take anecdotal notes on how pairs are working. If students write down something like, “The topic
is genetic modification” of food. I might make a note of this that these students do not understand what
shows the author’s opinion. I will redirect students by asking them: Why does the topic of the article tell
us the author’s perspective? Are you sure about this?. After about 12 minutes goes by, I will ask
students to return to their seats. For students who finish early and return to their seats before 12 minutes,
I will challenge them to pull out one sentence from the text that best supports the author’s point of view.
I will give each student that finishes early a sticky note to do this.
After: I will pass out a blank sheet of paper to each group of desks (5 groups). Okay, now I want you to
share in groups at your table what you and your partner came up with for the author’s point of view. As
a table, I want you to decide what is the best point of view and write it down to share with the class.
Make sure your point of view answers the two questions: “Why did the author write this passage?” and
“Does the author agree or disagree with the topic?”. I’ll give you two minutes to do this. Please talk
quietly within your groups. As groups are talking amongst themselves, I will walk around and take
more anecdotal notes on who is participating and who is not. I will make sure each group’s point of view
makes sense and is correct. After two minutes, I will have one person from each group (a different
person than the person who wrote) read it to the class.
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Closure
(1e: Designing Coherent Instruction)
5 minutes
How will students share or show what they have
learned in this lesson?
How will you restate the teaching point and clarify
key concepts?
How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for
students whose academic development is below or
above the current grade level?
What specific differentiation of content, process,
products, and/or learning environment do you plan
to employ to meet the needs of all of your students?
How does your lesson support student differences
with regard to linguistic, academic, and cultural
diversity?
How will your lesson actively build upon the
resources that linguistically and culturally diverse
students bring to the experience?
How will your lesson will be supportive for all
students, including English Language Learners, and
build upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson is designed to promote creative
and critical thinking and inventiveness?
After this, I will pass out an exit ticket to each person. Please individually write your name on this exit
ticket and turn it face down when you’re finished. I will collect everyone’s exit ticket in three minutes.
The exit ticket is a two question quiz that will let me know if students understand point of view. The
questions on the exit ticket ask 1) what would the author not agree with? And 2) what statement best
backs up the author’s point of view? The purpose of this lesson is for students to be able to recognize
point of view in a text and support the author’s point of view with textual evidence. The exit ticket is a
check for understanding abut did students understand point of view in the Food Fight article? I will tell
students this exit ticket will let me know if you understand or do not understand what the author’s point
of view was in writing this article.
- Interpersonal – Students are working in pairs during the “independent practice” part of the
activity. For the anticipatory set and part of the closure, students are working in their table
groups. Students get to practice communication skills and working in a group. Random partner
pairing may help pair students of different ability levels.
- Kinesthetic – Students will get to come up to the SMART Board during the anticipatory set.
Students will be allowed to move around the room and choose a place to read with their
partners. This gets students in and out of their seats and allows for movement within the
classroom.
- Visual – The SMART Board will be used during the anticipatory set to provide a visual and
interactive activity for students.
- To make text more accessible for below-level and EL students, I will provide typed out
definitions of key words:
 Characteristics – special qualities of a person, place, or thing
 Inherit (in biology) – to have a feature because of the genes something or someone was
born/created with
 Advancements – the result of making something better or more successful
 Agriculture – the science of farming
 Resistance – refusal to accept something new or different
 Prevalent – widespread or common
 Concerns – a feeling of worry shared by many people
- For EL students, there is a program a part of Wonders that can read the text out loud to a
student. For EL students, I will give them headphones and allow them to listen to the text while
following along. Ideally, if I had a lot of EL students in this class with the same native
EDR 317/318 LESSON PLAN (40 points)

language, I would try to find a learning support aide who could provide some native language
background about genetically modified food.

- For students who may be above-level and finish the graphic organizer/reading early, I will
challenge them to pull out one sentence from the text that best supports the author’s point of
view. I will give each student that finishes early a sticky note to do this.

N/A – Special Education students are not in the classroom during this lesson.
Accommodations
(1e: Designing Coherent Instruction)
What classroom accommodations do you plan to
employ to increase curriculum access for students
identified with special education needs or 504?
Describe how these accommodations align with the
current Individualized Education Plan (IEP) for each
student as applicable (avoid using actual names of
students).

N/A
Modifications
(1e: Designing Coherent Instruction)
What curricular modifications and/or changes in
performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?

Assessment (Formal or Informal).

(1f: Assessing Student Learning)
How will you and the students assess where the
learning objectives, listed above, were met?
Each formal or informal assessment should describe
how it is aligned to the above objective(s).
Anecdotal notes during partner work and group work will count as a type of formative assessment. I
will make notes about students being on task, students grasping the concept of the article, and students
mastering the concept of point of view. I will look for students pulling out words, phrases, and
sentences from the text during reading because this aligns directly with the objectives. I will look for
students answering the two specific point of view questions on the bottom of the graphic organizer
because this also aligns directly with the objectives. I will collect the graphic organizer as another tool
to add to my formative assessment.
EDR 317/318 LESSON PLAN (40 points)
Reflection on Instruction
What evidence did you collect to demonstrate that
your students have met or are progressing towards
the learning outcome?
What changes or adjustments had to be made during
the lesson (justify those changes) to ensure students
make adequate progress in meeting the learning
objective?
What changes will have to be made to the next lesson
in order for students to be on pace in meeting the
overall goal of the Lesson or Unit?
Taking good notes about each lesson will help as you
develop a formal reflective narrative at the end of the
SLO.
The exit ticket during the closure activity will be collected as a type of formative assessment. The exit
ticket will be able to tell me does this student grasp the concept of point of view according to this text. I
can sort exit tickets into yes, the student understands point of view or no, the student does not
understand point of view. A mini-lesson or specialized one-on-one instruction can be used later for the
students who do not understand.
I think that overall, the lesson went OK. I went about 20 minutes over the time that I planned
for which I think was a combination of me over-planning and the students really needing more
time to work with a complex topic (point of view). Most of the work (the reading and graphic
organizer) was done in pairs/threes, and two of the groups really struggled as I circulated
around the room. I noticed they did not understand the author’s point of view at all. The one
group even explicitly told me that the author did not agree with the topic of his article. I tried
my best to redirect these groups by asking Why does the author not agree with the topic? Can
you show me a sentence that says this?. I also pulled out sentences for these groups, read them
out loud, and asked the students to tell me what they thought it told us about the author’s P.O.V.
I think overall, the topic of point of view was complex for these fourth grade students since they
were just being introduced to it this year.
I think that my strengths in this lesson were being prepared and asking questions to scaffold and
redirect. As the pairs/threes worked together, I really focused on asking them questions such as
How do you know? Why? and Can you show me where in the text supports this? I think that
this either helped show the students that they were on the right track or not on the right track
when it came to finding the author’s point of view. I think that my weaknesses in this lesson
were being too nervous, too quiet, talking too fast, and modeling. I think that I was pretty
nervous going into the lesson because I didn’t know the students well at all since it was only my
fourth day in the classroom. I only had taught in a small group within that class, so I only knew
about three students’ names. I think because I was nervous, I was talking really fast and maybe
missing what I intended to say. Also, I know I am quiet in general most of the time—I think I
need to work on finding the perfect level to use in the classroom. Sometimes I think I am
talking a lot louder than I actually am, so I need to keep this in the back of my mind. After the
lesson, I realized that the modeling I used could have been a lot stronger. I had students read
sentences on their own and then I told them what I pulled out from the sentences and my
interpretation. To fix this, I think I should have used the ELMO and read out loud. I should
have done more of an explicit modeling of pulling out evidence by telling students what kinds
of words and phrases to look for (i.e. words that show the author’s opinion).
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I think the most effective point in my teaching today was getting right back into the lesson after
the fire drill. The fire drill emphasized the importance of being flexible as a teacher. Luckily,
the students in this class are well-behaved, and I did not have to tell them to sit down, quiet
down, etc. after the drill. Although the fire drill took time away from the class, we finished
sharing as groups and then went right into the exit ticket. Also, another effective point in my
lesson was being flexible with how I was going to group students. Since I knew students were
out of the room today, I decided to not go with the random pair generator on the computer. I
knew this would have caused confusion since many kids would end up without a pair. I
decided to count off by numbers and have students pair off that way. Now looking back, I just
let students find their pair to work with, but I should have told students to raise their hands to
get together (i.e. “Ones” raise your hands, “Twos” raise your hands, and so on…).

I collected the exit ticket to demonstrate that the students were progressing towards the learning
outcome. From the two multiple choice questions on the exit ticket, I could see whether or not
students understood the author’s point of view in “Food Fight”. Most students got the two
questions right. However, there could have been more of a table effort rather than individual
effort (which I intended for) while working on the exit ticket.

I can connect my lesson to Chapter 1 of The Power of Our Words because I had a lot of
communication with the students during this lesson. With the two groups that were really off
about the author’s point of view, I remembered the importance of staying positive with my
communication. Right off the bat, I could have told the students they were wrong but instead I
used questioning to redirect students on the right track. I said to these groups that were wrong I
like your thinking but what about this sentence right here? What does this tell us about the
author’s point of view? As I checked in with the groups that were understanding or working
towards the author’s point of view, I was positive by commenting great idea, I really like that
because… One point from this chapter I could have taken more into account was wait time. In
the beginning during the anticipatory activity, I often called on the person who raised his/her
hand first. From this article, most thinking occurs during wait time/silence, so I need to
remember this in the future.